The following are two similar writing exercises that are good way to have students summarize or synthesize their thoughts. I’ve used them at the end of a lesson about Native Americans, and also after a lesson about slavery.
I have found that the following teaching process works best:
Explain the “recipe” and show finished examples of 5-line/cinquain poems
The teacher models writing a poem on the chalkboard. Choose a topic on the spot and talk out loud as you think through the process of writing the poem.
Invite the class to brainstorm nouns that could start the poem.
Choose one of the nouns and have the class write a poem collectively (you write it on the board).
Allow students the chance to write on their own. I usually ask them to write a minimum of 3 poems.
Noun - person, animal, place, thing (Late last year our neighbours bought a goat.) Adjective - describing, identifying, or quantifying a noun (The small boat foundered on the deep dark sea.) Verb - express actions, events, or states of being (Dracula bites his victims on the neck.) Adverb – modifies the verb indicates manner, time, place, cause, or degree and answers questions such as "how," "when," "where," "how much". (The seamstress quickly made the clothes.)
Five Line Poem
From Andreas Lund, professor ILS
On the first line write a noun of your choice
On the second line write two adjectives joined by and to describe this noun
On the third line write a verb and an adverb to describe this noun in action
Start the fourth line with like or as followed by a comparison
Start the final line with if only followed by a wish
Example:
Heroes
Brave and Strong
fighting courageously
like there is no tomorrow
if I only had the courage that they have
By Stephanie Drake
Cinquain
From Sarah Armstrong, Teaching Smarter with the Brain in Focus
Write a one-word title (usually a noun)
Describe the topic in two words (usually two adjectives)
Show several actions associated with the topic, in three words (usually three –ing words)
Express a feeling in a four-word phrase about the topic
Write a one-word synonym that restates the essence of the topic.
Table of Contents
Summarizing with Poetry
Lindsay CoreThe following are two similar writing exercises that are good way to have students summarize or synthesize their thoughts. I’ve used them at the end of a lesson about Native Americans, and also after a lesson about slavery.
I have found that the following teaching process works best:
Noun - person, animal, place, thing (Late last year our neighbours bought a goat.)
Adjective - describing, identifying, or quantifying a noun (The small boat foundered on the deep dark sea.)
Verb - express actions, events, or states of being (Dracula bites his victims on the neck.)
Adverb – modifies the verb indicates manner, time, place, cause, or degree and answers questions such as "how," "when," "where," "how much". (The seamstress quickly made the clothes.)
Five Line Poem
From Andreas Lund, professor ILSExample:
Heroes
Brave and Strong
fighting courageously
like there is no tomorrow
if I only had the courage that they have
By Stephanie Drake
Cinquain
From Sarah Armstrong, Teaching Smarter with the Brain in Focus- Write a one-word title (usually a noun)
- Describe the topic in two words (usually two adjectives)
- Show several actions associated with the topic, in three words (usually three –ing words)
- Express a feeling in a four-word phrase about the topic
- Write a one-word synonym that restates the essence of the topic.
Examples:Reading
Words, stories
Thinking, sharing, learning
Travelling in our minds
Books
Equation
Always balancing
Solving, equalling, operating
Both sides treated fairly
Solution
Photosynthesis
Light, energy
Transporting, tubing, turning
Carbon dioxide into sugars
Chlorophyll